Parents with higher reading-related knowledge are not only more likely to have children with higher reading scores but are also more attentive when those children read out loud to them.

Young children learning to read and write English often need to identify patterns in words to be able to read and spell them. For example, knowing the «Magic E» syllable pattern can allow a child to understand why an E at the end of a word like «rate» significantly alters the word’s sound from «rat.»

Also, knowing that the words «one» and «two» are irregularly spelled helps prevent the child from trying to sound out the underlying sounds when seeing the word in print.

Parents who understand such language complexity — what is known as reading-related knowledge — are able to spot the difficulties and explain them. They also tend to pass on those skills when they listen to their children read, which in turn helps reading development.

These are among the findings of a new study, published in the Journal of Research in Reading, by two researchers from Concordia’s Department of Education. They report that parents with higher reading-related knowledge are not only more likely to have children with higher reading scores but are also more attentive when those children read out loud to them.

The value of feedback

Seventy sets of six- and seven-year-old children and their parents participated in the study. The children were administered reading tests and were then provided with reading material at a level just above their performance level. This extra difficulty was intentional, as it provided opportunities for the parents to step in and lend a hand.

Story Source:
Materials provided by Concordia University. Original written by Patrick Lejtenyi. Note: Content may be edited for style and length.